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p-Index From 2021 - 2026
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All Journal Journal of English Language and Education Tanwir Arabiyyah: Arabic as Foreign Language Journal
Utari, Zeli
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Education Languange, Linguistic, Communication & Media Other

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Accuracy of Using Meta AI in Defining the Methods of Nahwu I'rab Based on Jurumiyah Book Utari, Zeli; Alrasi, Fitri; Bambang, Bambang
Tanwir Arabiyyah: Arabic as Foreign Language Journal Vol 5, No 1 (2025)
Publisher : Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/aflj.v5i1.6341

Abstract

This study uses a qualitative method with a literature study to analyze the accuracy of the meaning of i'rab and its types from the Jurumiyah Book using Meta AI. This method involves collecting data from various literature and written sources to understand the accuracy and suitability of the translation by Meta AI. Data collection is carried out by observation and documentation, then with accuracy and data analysis to obtain in-depth knowledge about the use of technological advances in learning, especially Arabic language learning. Based on this study, it is concluded that although the approach is different from the Jurumiyah Book, Meta AI can provide the meaning of the rules of nahwu i'rab science flexibly, precisely and easily understood. Meta AI which is designed in a modern way provides a more descriptive picture and is accompanied by examples that are increasingly easy to understand. While the Jurumiyah Book is more formal and concise. Both sources agree on the basic principles of Arabic grammar. Thus, Meta AI can be used as one of the reference sources in learning, especially for learners who want more practical, concise and easy-to-understand information.
AI-Mediated Digital Formative Assessment, EFL Writing: Validity, Teacher Digital Literacy, Ethical Implications. Utari, Zeli; Sesmiarni, Zulfani; Syafitri, Widya
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1775

Abstract

The integration of Artificial Intelligence (AI) in formative assessment practices has transformed how English as a Foreign Language (EFL) writing is taught and evaluated. This study employs a qualitative Systematic Literature Review (SLR) guided by the PRISMA protocol to explore empirical and conceptual studies on AI-mediated digital formative assessment, focusing on three key dimensions: validity, teacher digital literacy, and ethical implications. From an initial pool of 237 studies published between 2018 - 2025, 22 studies met the inclusion criteria. A narrative synthesis revealed that while AI tools enhance feedback immediacy and data-driven decision-making, issues of construct validity, teacher competence in AI-based feedback interpretation, and ethical concerns - such as bias and data privacy - remain unresolved. The review concludes that the effective implementation of AI-mediated assessment requires not only technological readiness but also a deep pedagogical understanding and ethical awareness among teachers.
The Correlation Between Students’ Vocabulary Mastery and Metacoginitive Reading Strategies on Students’ Critical Reading Ability Nora, Wiwit Engrina; Utari, Zeli; Rahmayuni, Sisri; Arifmiboy, Arifmiboy
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1820

Abstract

This study investigated how Vocabulary Mastery (VM) and Metacognitive Reading Strategies (MRS) worked together to shape students’ Critical Reading Ability (CRA) in an EFL setting—a relationship that had rarely been examined in combination. Critical reading was widely acknowledged as essential for academic success, yet many learners still faced difficulties due to limited lexical knowledge and the lack of strategic awareness needed to manage their reading processes. Using a quantitative correlational design, data were obtained from 30 ninth-grade students through a vocabulary test, the MARSI questionnaire, and a critical reading test. All instruments had undergone expert validation, pilot testing, and reliability checks. The descriptive findings showed that students demonstrated moderate levels of vocabulary mastery, metacognitive strategy use, and critical reading skills. Correlation analysis revealed strong positive relationships among the variables, with MRS showing the strongest association with CRA (r = 0.89). Regression results indicated that the overall model significantly predicted critical reading performance (R² = 0.811, p 0.001). While vocabulary mastery contributed to understanding, it did not remain a significant predictor when paired with metacognitive strategies. These findings suggested that strategic self-regulation played a more crucial role in enabling learners to interpret, evaluate, and respond critically to texts.
Co-Authors Alrasi, Fitri Arifmiboy, Arifmiboy Bambang Bambang Nora, Wiwit Engrina Rahmayuni, Sisri Syafitri, Widya Zulfani Sesmiarni